FromOrdinarytoExtraordinary:EverydayHeroesfromthe1800s
Overview
Studentswillchooseandresearchanactive,engagedpersonlivinginthe1800s,whothroughpoliticalorsocial
actionfoughttopositivelyimpacttheflawedsocietyinwhichtheylived.Studentswillapplytheirlearned
knowledgebywritingamonologueinwhichthishistoricalherospeaksabouthis/herlifeinfirstperson.The
projectwillculminatewithstudentsdressingastheirchosenpersonandpresentinga3minutemonologuetoan
audience.(TeacherNote:Themonologueassignmentcanbeappliedtoanytimeperiodcoveredthroughoutyour
curriculum.)
Grade
8
NorthCarolinaEssentialStandards
• 8.H.1.1-Constructcharts,graphs,andhistoricalnarrativestoexplainparticulareventsorissues.
• 8.H.1.2-Summarizetheliteralmeaningofhistoricaldocumentsinordertoestablishcontext.
• 8.H.1.3-Useprimaryandsecondarysourcestointerpretvarioushistoricalperspectives.
• 8.H.1.4-Usehistoricalinquirytoevaluatethevalidityofsourcesusedtoconstructhistoricalnarratives(e.g.
formulatehistoricalquestions,gatherdatafromavarietyofsources,evaluateandinterpretdataandsupport
interpretationswithhistoricalevidence).
• 8.H.1.5-Analyzetherelationshipbetweenhistoricalcontextanddecision-making.
• 8.H.2.2-Summarizehowleadershipandcitizenactions(e.g.thefoundingfathers,theRegulators,the
GreensboroFour,andparticipantsoftheWilmingtonRaceRiots,1898)influencedtheoutcomeofkey
conflictsinNorthCarolinaandtheUnitedStates
• 8.H.3.3-Explainhowindividualsandgroupshaveinfluencedeconomic,politicalandsocialchangeinNorth
CarolinaandtheUnitedStates.
• 8.C&G.1.4-AnalyzeaccesstodemocraticrightsandfreedomsamongvariousgroupsinNorthCarolinaandthe
UnitedStates(e.g.enslavedpeople,women,wageearners,landlessfarmers,AmericanIndians,African
Americansandotherethnicgroups).
• 8.C&G.2.2-Analyzeissuespursuedthroughactivecitizencampaignsforchange(e.g.votingrightsandaccess
toeducation,housingandemployment).
• 8.C&G.2.3-ExplaintheimpactofhumanandcivilrightsissuesthroughoutNorthCarolinaandUnitedStates
history.
• 8.C.1.3-SummarizethecontributionsofparticulargroupstothedevelopmentofNorthCarolinaandthe
UnitedStates(e.g.women,religiousgroups,andethnicminoritiessuchasAmericanIndians,African
Americans,andEuropeanimmigrants).
EssentialQuestions
• Whatisan“everydayhero?”
• Whatdoesitmeantobeanactive,engagedmemberofyourcommunity?
• Whatindividualsduringthe1800swereactiveandengagedinbringingaboutpositivechangeandhowdid
theyimpacttheirsociety?
• Howdotheactionsofpeopleinthepastimpactustoday?
Materials
• FromOrdinarytoExtraordinary:EverydayHeroesofthe1800s,assignmentsheetattached
• Researchmaterials:Internetorlibraryaccess,books,encyclopedias,etc.
• AudienceResponseSheet,attached
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Duration
• Timewillvarybasedontheamountofclasstimeteacherschoosetoprovideforcompletionoftheproject.
• Attheleast,teachersareencouragedtodevoteatleastoneclassperiodtoinitialresearch,helpingensure
studentsarediscoveringcrediblesources.
• Teachersshouldalsoconsiderdevotingatleastapartialclassperiodtoawriter’sworkshopinwhichstudents
bringthefirstdraftoftheirmonologueandofferfeedbacktooneanother.
• Allottingtimeforpracticingmonologues(i.e.inpartnersorsmallgroups),costumeandpropconstruction,etc.
inclassisuptotheteacher’sdiscretion.
• Regardlessoftheamountofin-classtimedevotedtotheproject,itisimperativeteacherscheckinroutinely
withstudentstoensuretheyaremakingprogressontheproject.
• Performancescanbepresentedononeparticulardayofclass(i.e.,onerightafteranother)orcanbebroken
upoverseveralclasses(i.e.,oneormorestudentspresentatthestartofclasseachday.)
Procedure
Exploring“Heroes”
1. Leadstudentsinaverbalbrainstormoftheword“hero.”Encouragethemtoexploreallaspectsoftheword
thatcomestomind.Asaclass,createacommondefinition.
2. Askstudentstosilentlythinkofwhatitmeanstobeahero.Whattypesofthoughts,traits,characteristics,
behaviors,actions,ideas,values,etc.doesaherohave?Encouragetheirthinkingbyasking:
• Howdoesaheroactandbehave?Whatmighttheythinkandvalue?Whatdotheydo?
• Howdoesaheroaffectwhereyoulive(yourneighborhood)?Yourschool?Yourcommunity?
• Howdoesapersonbecomeclassifiedasahero?Cananypersonbeahero?How?(Discusswithstudents
howweoftenthinkofhero’sas“largerthanlife”people,yetinactuality,anysingleoneofuscanbea
personwhomakesadifference.Infact,historyiscomprisedofordinarypeoplewhotookitupon
themselvestodoextraordinarythings.)
3. Askstudentstobrainstormalistofheroes.Tellthemtoconsiderpeoplewhohavemadeadifferenceintheir
society,historicallyandcurrent.Chartanswers.Encouragestudentstothinkbeyondfamousheroes,and
considerpeopleintheirownpersonallivestheywouldclassifyinthisway.Onceasubstantiallisthasbeen
created,ask:
• Inwhatwaysdidthispersonaffecthis/hersociety?Whatactionsdidtheytaketo“makeadifference?”
• Howmightourlifebedifferentifthispersonhadinsteadbeenapathetictotheircause?
• Inwhatwaysarewesimilartothepeopleonthislist?(Encouragestudentstocomparetheirideals,
values,humanity,etc.Makesurestudentsunderstandthehumannessofthepeopleonthelist,andthat
manyofthemwereordinarypeople,justasweare.However,theyhadthemotivation,drive,andagency
totakethetimeandefforttoactonsomethingtheycaredabout,thusmakingthemextraordinary.)
FromOrdinarytoExtraordinary:Everyday“Heroes”fromthe1800s
4. Handouttheassignment,FromOrdinarytoExtraordinary:EverydayHeroesofthe1800s,andexplainto
studentsthattheywillexploresomeonewholivedinthe1800swhomadeadifferenceintheirsociety.Make
surestudentsunderstandwhatismeantbyafirst-personmonologueandhighlighttheimportanceofputting
researchintotheirownwords.Also,youmaywishtoclarifyyourexpectationsintermsofthecostume
requiredwhentheypresent.(Itisrecommendedthatstudentsareinstructedtoshoweffortinrepresenting
historicalcostume,butarenotrequiredtobuy,rent,orsowextravagantoutfits.)
5. Itisalsorecommendedtoshareamonologueexamplewithstudents,eitherbytheteacherdoingareading,
orbypullingaclipfromamovieofanactordeliveringamonologue.Severalgoodexamplescanbefoundon
theCraftingFreedomwebsite(www.craftingfreedom.org),including:
• DavidWalker:http://craftingfreedom.org/walker/video.php
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• HarrietJacobs:http://craftingfreedom.org/jacobs/video.php
• WilliamHenrySingleton:http://craftingfreedom.org/singleton/video.php
PullingasamplefromUnchainedMemories:ReadingsfromtheSlaveNarrativescanalsoshowstudentshow
todeliveradramaticpresentationwithoutmemorizingthemonologueorhavinganelaboratecostume.The
majorityofthesenarrativesarepresentedbyactorswithoutcostumesasthereadfromapaper.Thisislikely
availableforrentalinyourlocallibraryorvideostore,orcanbepurchasedat:
http://www.hbo.com/docs/programs/unchained_memories/.
6. Allowfortimeattheendofclassforstudentstoaskquestions,brainstorm,anddopreliminaryresearchto
determinetheirtopthreechoicesofpeopletheywouldliketoportray.(Teacherscanalsoallowstudentsto
choosehistoricalfiguresnotonthelistwithpre-approval.)Teacherscanthenassignstudentstheirrequests.
7. Teachersshoulddetermineandletstudentsknowhowmuchclasstimewillbeprovidedforcompletionofthis
project,aswellashowmuchhomeworktimeshouldbedevotedtoitscompletion.Attheleast,teachersare
encouragedtodevoteatleastoneclassperiodtoinitialresearch,helpingensurestudentsarediscovering
crediblesources.Teachersshouldalsoconsiderdevotingatleastapartialclassperiodtoawriter’sworkshop
inwhichstudentsbringthefirstdraftoftheirmonologueandofferfeedbacktooneanother.Allottingtime
forpracticingmonologues,costumeandpropconstruction,etc.inclassisuptotheteacher’sdiscretion.
Regardlessoftheamountofin-classtimedevotedtotheproject,itisimperativeteacherscheckinroutinely
withstudentstoensuretheyaremakingprogressontheproject.
PresentationofMonologues
8. Makesuretoreviewrespectfulaudienceexpectationsbeforepresentations.Itisalsoadvisedthatstudent
audiencememberstakenotesontheirclassmate’spresentations,detailingthenameofthepersonportrayed,
whathe/shedidtoaffectsociety,aswellaspositivecommentsregardingthepresentationasawhole
(examplenote-takingsheetattached.)Aftereachpresentation,allowtheclasstoaskquestionsandoffer
positivecommentstotheactor(“WhatIliked/WhatIlearned”).
9. Whenfinishedwiththepresentations,culminatewithadiscussion:
• Whichhistoricalfiguredidyoufindmostinterestingandwhy?Whichpersonwereyoumostimpressed
withandwhy?
• Whichpeopledoyoufeelfacedandovercomethegreatestchallenges?Explain.
• Howwouldyoucharacterizethesepeopleoverall?Inwhatwaysweretheyordinaryandextraordinary?
Whycanwecallthem“everydayheroes?”Inwhatwaysdidtheyengagethemselvesandotherstobring
aboutchangeintheirsocieties?
• Whyisitimportantforus,asindividualstoday,tobeactiveandengagedinourcommunity,andinmaking
apositivedifference,aswell?
• Wehonorourancestorsbylearningaboutandcaringaboutthehistorytheyendured.Whatareother
wayswecanhonorthem?Whatareourresponsibilitiesasyouthtodaytoensurehistoryandinjustice
doesnotrepeatitself?
AdditionalActivities
• Hostadramaticpresentationofstudentmonologuesforfamiliesandschoolstaff.Allowaudiencemembers
tointerviewstudents“incharacter”aftertheperformances.
• Eitherbeforeorafterthemonologuepresentations,allowstudentstoparticipateina“MeetandGreet”or
receptioninwhichtheyallattendincharacterandlearnaboutoneanother
• Arrangeafundraisingeveningsuchas“NightoftheNotables”atBarnesandNoble,wherestudent’spresent
monologuesinpublic;storeswilloftendonateaportionofsalestheeveningofthepresentationstothe
school.
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Name:__________________________________________
FromOrdinarytoExtraordinary:EverydayHeroesofthe1800s
I.Assignment:
Chooseanhistoricalfigurefromthelistbelowwhofoughttomakeadifferenceintheir1800ssocietybybeingan
active,engagedmemberofsociety.Manyofthesediverseindividuals,throughsocialand/orpoliticalaction,
stroveforequality,workedtomakesocietyabetterplace,andstoodupfortherightsofallindividuals.
Youwillstartbyresearchingthisindividual,learningaboutallaspectsofhis/herlife.Ofspecificimportanceare
theactionsthepersontooktochallengetheflawedsocietyinwhichtheylived.Usingyourlearnedinformation,
youwillwriteamonologueinwhichthishistoricalfigurespeaksabouttheirlifeinfirstperson.Youwillculminate
thisprojectbydressingasthehistoricalfigure,andpresentingyour3-5minutemonologuetoclassincharacter.
*PleasenotethatallresearchmustbeputintoYOUROWNWORDS.Cuttingandpastinganyinformation,oronly
changingpronounsandnothingelse,willbeconsideredPLAGERISM.
II.TimeLineforCompletion:
Date
Action
Studentsreceiveassignmentandshoulddeterminetheirtopthreechoicesoffiguresto
researchand“become.”
Choice1:__________________________________
Choice2:__________________________________
Choice3:__________________________________
Studentswillbeassignedtheirhistoricalfigure.
In-classresearchdays(allotherresearchmustbeconductedoutsideofclasstime!)
Firstdraftofmonologuedue!In-classwritingworkshopdaytoimprovefirstdraft.
Finaldraftofmonologueandtimeappropriatecostumesketch(detailinghowyou
willdress)due
Finalperformance(studentswillpresenttheirmonologueincostumetoclassmates)
ThepersonIhavebeenassignedtoresearch,writeamonologueabout,thenactoutanddresslikeis:
________________________________
III.Requirements/Grading:ThiswillcountasTWOprojectgrades.
GradeOnewillbebasedonthewrittenmonologue;100possiblepointsbasedon:
Research/accuracy
25points
Creativity
25points
Format/GrammarMechanics
25points
(pointswillnotbetakenoffifimproperEnglishisappropriateforyourcharacter)
Content(shouldbefocusedonthewaysthispersonattemptedtochangesocietyandmakea
25points
difference)
GradeTwowillbebasedontheperformanceofthe3-5minutemonologue;100possiblepointsbasedon:
Participation/Effort(rehearsed,tookperformanceseriously,
25points
maintainedcharacter,etc.)
Costume/Props
25points
Volume/ClarityofSpeaking
25points
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Creativity(showedemotion,usedanaccentifappropriate,
attemptedacting,etc.)
25points
IV.ParentSignature
Ihavereviewedthisassignmentwithmychildandunderstandtheexpectationsandrequirements.IfIhaveany
questions,Iwille-mailtheteacherat_________________________.Iwillcheckinwithmychildperiodicallyto
ensurehe/sheisabidingtoallduedates.Iwillreadovermychild’sfirstdraftbeforeitsduedateon
___________,
andwillreviewthefinaldraft,andensurehe/sheturnsintheirfinalmonologueon____________.Finally,Iwill
assistmychildathomeinpracticingthemonologueoutloudinpreparationforperformanceson_____________.
_____________________________________ ___________________________________
Parent/guardianSignature
e-mailorphonenumber
V.Choicesofhistoricalfigures
Thislistcontainsexamplesofhistoricalfiguresfromabroadrangeofrace,gender,culture,background,etc.that
youmaypresentinamonologue.Sincethelistisnotexhaustiveofallthepeoplewhomadeadifferenceduring
the
1800s,youarewelcometoselectothersnotonthelist.However,makesureyouconsultwithyourteacherfor
approval.
RichardAllen:
foundedtheAfricanMethodistEpiscopal(AME)ChurchandtheFreeAfricanSociety(1787)
BenjaminBanneker:
firstAfricanAmericanscientist
ClaraBarton:
knownasthe“AngeloftheBattlefield”duringtheCivilWar;helpedstarttheAmericanRedCross
ColonelJamesC.Beecher:
inchargeofthe“FirstRegimentofNCColoredSolgiers/35thRegimentofUSColoredTroops”duringtheCivilWar
HarrietBeecherStowe:
NorthernabolitionistwhowroteUncleTom’sCabintoinspirepeopletoresisttheFugitiveSlaveAct
MaryElizabethBowser:
formerslavewhoservedasaspyfortheUnionArmyduringtheCivilWar
Henry“Box”Brown:
Arrangedtomailhimselftoafreestateinordertoescapeslavery
JohnBrown:
MilitantCaucasianabolitionistwholeadthe“RaidonHarpersFerry”
AndrewBryan:
founderoftheFirstAfricanBaptistChurch
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GeorgeWashingtonCarver:
1864-1943;AfricanAmericanscientistwhodiscoverednewwaysthatpeanuts,soybeans,andsweetpotatoes
couldbeusedasmoneymakingcropsintheSouth
JohnChavis:
Early19thcenturyministerandteacher,hefoughtintheRevolutionaryWar.OpenedaprivateschoolinRaleigh
wherehetaughtblackandwhitechildren,specializinginLatinandGreek.
HenryPlummerCheatham:
RepublicanCongressmanfrom1888–1892.SuperintendentoftheAfrican-Americanorphanagehehadcofoundedtwodecadesearlier.
CharlesWaddellChesnutt:
Teacher,lawyer,businessman,andauthoracclaimedforportrayingblacksrealisticallyandchallengingtheusual
sympatheticportrayalsofslavery.
PaulCuffe:
FreeblackbusinessmaninBostonwhofoughtforvotingrightsin1780
LeviCoffin:
GuilfordCounty,NCQuakerwhoopposedslavery;helpedmanyformerslavesescapetofreedombyparticipating
intheUndergroundRailroadinIndiana.
AnnaJuliaHaywoodCooper:
Civilandwomen’srightspioneer.EarliestBlackwomanactivistintherealmofhighereducation.Sheservedas
schoolprincipalfor39years.
ThomasDay:
famousAfricanAmericanfurnituremakerinMilton,NC
DortheaDix:
socialreformerwhovisitedNorthCarolinain1848;lobbiedlegislaturetofundhospitalsforthementallyill
FrederickDouglas:
escapedfromBaltimoreslaveryin1838;usedhisexceptionalspeakingskillstofightforsocialreformand
abolition
ofslavery
WilliamEdwardBurghardtDuBois:
WEBDuBoiswasaharbingerofBlacknationalismandPan-Africanism;diedinself-imposedexileinAfrica
JamesBensonDudley:
Bornintoslaveryin1859,hebecamePresidentofNorthCarolinaAgriculturalandMechanicalCollege,
predecessorinstitutionofNorthCarolinaA&TStateUniversity.
ElizabethFreeman:
thefirstenslavedAfricanAmericantobefreedunderthenewstateconstitution
AbrahamH.Galloway:
FugitiveslaveandabolitionistfromNorthCarolina;workedasaUnionspyandbecameeasternNC’smost
importantspokesmanforAfricanAmericanrights.
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WilliamLloydGarrison:
Leadingwhiteabolitionist;wrotefor“TheLiberator”
HenryHighlandGarnet:
escapedfromMarylandslaveryin1825toNewYork;
attendedtheNewYorkAfricanFreeschoolandwasanoutspokenabolitionist;lobbiedforboycottingcotton
ThomasGarrett:
AQuaker,whowasstronglyopposedtoslaveryandjoinedthe
PennsylvaniaAbolitionSociety;turnedhishomeintoanUndergroundRailroadstation
UlyssesS.Grant:
FamousUniongeneral
SallyHemmings:
EnslavedwomanwhoworkedfortheJefferson’s;itisbelievedshefatheredchildrenbyThomasJefferson
GeorgeMosesHorton:
Firstblackslavetoprotesthisbondageinpublishedverse;livedinChathamCounty,NC
CharlesNorfleetHunter:
BornintoslaveryinRaleigh,hebecameajournalist,educator,historian,andvoiceoftheAfrican-American
communityinNorthCarolina.
JohnAdamsHyman:
Bornintoslavery,Hymanwassoldeighttimesforhisattemptstoeducatehimself.Freedbythe13thAmendment,
hewaselectedStateSenatorandU.S.Congressmanin1874.
HarrietJacobs:
Fugitiveslavewhoescapedin1835.Bestknownforherautobiography,IncidentsintheLifeofaSlaveGirl,
publishedin1852.
AbsaloamJones:
WorkedalongsideRichardAllenandwasoneofthefirsttwoblackAmericanstoreceiveformalordinationinany
denomination
ElizabethKeckley:
EnslavedwomanwholivedinHillsborough;workedtosavemoneyforpurchasingherownfreedom
JohnMercerLangston:
firstBlackAmericanelectedtopublicofficeintheU.S.andwastwicesuggestedasacandidateforvice-president
oftheUnitedStatesontherepublicanticket
AbrahamLincoln:
UnitedStatespresidentduringtheCivilWar;knownasthe“greatemancipator”
MaryElizabethMahoney:
America'sfirstblackprofessionalnurse
DredScott:
suedfortheScottfamiliesfreedomin1846inthefamouscourtcase,DredScottv.Sanford
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MaryAnnShadd:
firstAfricanAmericanwomeneditorofanewspaperinNorthAmerica:workedforracialintegrationintheUnited
States
Sequoyah:
inventedtheCherokeewrittenlanguage
RobertSmalls:
BornaslaveinBeaufortin1839,RobertSmallslivedtoserveasaCongressmanoftheUnitedStates
ThaddeusStevens:
Overcameisdisabilitiesandwaselectedtocongressin1848whereheworkedtoopposeslavery
AlbionW.Tourgée
spenthislifetime(1838-1905)dedicatedtofightingforequalityandjustice;servedasadvisorandcounselin
Plessyv.Ferguson
SojournerTruth:
foughtforthedesegregationofpublictransportation(railwaytrains)inWashington,DCduringtheCivilWar
MaryChurchTerrell:
writer,lecturerandeducator;sheisrememberedbestforhercontributiontothestrugglefortherightsofwomen
ofAfricandescent
Tsali:
elderlyCherokeewholeadarevoltagainstinhumanesoldiersduringtheTrailofTearsevacuationin1838
HarrietTubman:
escapedfromMarylandslavery;workedtofreeotherslaves;Tubmanworkedtoestablishahomefortheelderly
HenryMcNealTurner:
AfricanAmericanarmychaplain,politicalorganizer,magazineeditor,collegechancellorandpreacher…andmore!
NatTurner:
visionaryAfricanAmericanreligiousleaderandthearchitectoftheAugust1831SouthamptonVirginiaslave
revolt
DavidWalker:
Wilmington,NCnativewhofledtoBostonin1829andpresented“WalkersAppeal,”callingforanimmediateend
toslavery
QuockWalker:
Suedforhisfreedomfromslaverybasedonthe1780constitutionandwasemancipated
BookerT.Washington:
foundedTuskegeeInstituteinAlabamain1881andlaterbecameanimportantandcontroversialleaderofAfrican
Americans
PhyllisWheatley:
thefirstAfricanAmericanwritertobepublished;her“PoemsonVariousSubjects,ReligiousandMoral,was
publishedonSeptember1,1773.
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DanielWorth:
NorthCarolinianwhoopposedslaveryandpreachedtopeopleofEuropeanandAfricandescent;arrestedin1859
for“incitingenslavedAfricans”
ColonelJamesH.Young:
OwnerandeditoroftheRaleighGazette.Appointedcolonelofablackvolunteerregimentorganizedforthe
Spanish-AmericanWar.FirstAfricanAmericantoholdthatrankintheUnitedStates.
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Name:___________________________
EverydayHeroesofthe1800s–AudienceResponseSheet
Whilewatchingyourclassmatesperformtheirmonologue,fillinthechartbelow.Aftereach
presentation,everyonewillparticipateinafeedbacksection.
Nameof
HistoricalFigure
Listatleastthreeimportantfactsabout/accomplishments
bythisperson
Whatdidyoulikemostaboutyour
classmate’spresentationofthis
person?
Ofthepeoplepresented,whodoyouthinkmakethegreatestimpactontheircommunityandwhy?
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